When teachers share power: An analysis of participation, satisfaction, and leadership in eight urban schools

Esther Wermuth, Fordham University

Abstract

The purpose of this study was to investigate the relationship between teacher involvement in Shared Decision Making (SDM) and job satisfaction, teacher satisfaction with SDM, and teacher perception of the principal's support of SDM.^ Data were collected using the School Inventory of Shared Decision Making (SI-SDM) (Russell & Cooper, 1991) and adapted parts of the Date County Public School Survey on job satisfaction and perception of the principal to determine the extent of teacher involvement in nine areas of decision making in relationship to teacher satisfaction with job, teacher satisfaction with SDM, and teacher perception of the principal's support of SDM. The independent variable, teacher involvement in SDM, was compared to each dependent variable to see what, if any, relationship existed and the degree of that relationship.^ The sample used in the study was 750 secondary school teachers in four junior high schools and four high schools in the Yonkers, New York school district.^ Computations of the responses of the 362 respondents were made to see the level of teacher involvement and the Pearson product-moment coefficient of correlation was computed for the independent variable and each of the three dependent variables to determine whether there was any significant relationship.^ Based on the results that emerged, it may be seen that there were strong statistically significant positive relationships between the independent variable, teacher perception of their involvement in SDM and all three dependent variables: teacher satisfaction with their jobs, teacher satisfaction with SDM, and teacher perception of the principal's support of SDM. ^

Subject Area

Educational administration

Recommended Citation

Wermuth, Esther, "When teachers share power: An analysis of participation, satisfaction, and leadership in eight urban schools" (1993). ETD Collection for Fordham University. AAI9412154.
https://fordham.bepress.com/dissertations/AAI9412154

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